Seymour Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Seymour Primary School Seymour Road, Broadfield, Crawley, West Sussex RH11 9ES

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Inspection dates: 26 and 27 November 2024

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The co-headteachers of this school are Carol Collins and Emma Eardley. This school is part of The Kemnal Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley.

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What is it like to attend this school?

Pupils thrive in this warm and friendly school. They are proud to be part of its diverse community. Pupils from different backgrounds play together and welcome newcomers. At the heart of this happy community are the school’s values of ‘courage, curiosity and compassion’. Pupils learn why these matter and, through their exemplary conduct, demonstrate them across the school. They appreciate how these values help to make the school a kind and considerate place in which to learn.

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What is it like to attend this school?

The school has high expectations for all pupils to achieve the very best they can. These motivate pupils to work with purpose and determination. Across lessons, staff promote the importance of everyone contributing to class discussions. They teach the importance of persisting when learning is challenging. This supports the highly positive learning ethos found throughout the school, which helps all pupils to achieve exceptionally well. Pupils recognise this, saying the school is a ‘great place to learn’.

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What is it like to attend this school?

Success is widely celebrated. The school promotes the importance of pupils taking pride in their achievements. Pupils enjoy sharing examples of their work, which are displayed around the school. The school regularly shares pupils’ individual contributions and successes with parents. Pupils also value the recognition they receive in the keenly anticipated Friday assemblies. 26 and 27 November 2024

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What does the school do well and what does it need to do better?

The school’s curriculum thinking is highly effective. Across subjects, the order in which pupils learn important knowledge, develop skills and build vocabulary is carefully arranged. Pupils regularly revisit earlier learning, which helps them remember key ideas over time. The curriculum is broad and balanced. There is a deliberate linking of knowledge between different subjects. This helps to reinforce pupils’ understanding of important concepts. From the early years on, the school’s rich curriculum supports pupils, including those with special educational needs and/or disabilities (SEND), to develop real understanding across subjects.

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What does the school do well and what does it need to do better?

Teachers have expert subject knowledge. Across the school, they draw on this to provide precise explanations. They use demonstrations to support these well. This helps pupils to develop an accurate understanding of new ideas. Teachers promote the use of discussion, which helps pupils to consolidate their thinking. This begins strongly in early years, where staff purposefully develop the language that children need to help them learn. Staff make effective use of methods to check pupils’ understanding. They promptly correct any errors in pupils’ thinking. As a result, all pupils achieve exceptionally well.

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What does the school do well and what does it need to do better?

The needs of pupils with SEND are sharply identified. Staff draw on strategies detailed in ‘pupil passports’ to make appropriate adaptations to learning activities. In the ‘Pod’, pupils with more complex SEND or behaviour needs benefit from highly skilled staff who run targeted support programmes. As a result, pupils with SEND develop increasing independence and make strong progress through the curriculum.

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What does the school do well and what does it need to do better?

The teaching of reading is exceptional. In early years, skilled teachers support children to learn phonics well. Prompt, targeted support is used so that anyone struggling with early reading, including older pupils who join the school later, catches up quickly. A broad range of high-quality texts is woven through the wider curriculum. These purposefully develop pupils’ reading skills and promote their enjoyment of reading.

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What does the school do well and what does it need to do better?

Behaviour is exemplary across the school. This begins in early years, where children learn routines that support them to work with others and learn well. Across the school, pupils’ behaviour is calm, orderly and respectful. Pupils enjoy learning and demonstrate impressive learning behaviours. They listen attentively to staff and strive to complete learning activities to a high standard. Pupils value the praise given by staff, which recognises their effort and achievement. At playtime, pupils play and show consideration towards each other.

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What does the school do well and what does it need to do better?

The school prepares pupils well for life in modern Britain. It prioritises pupils’ learning about the ways in which they can stay safe, including online. Well-considered opportunities help to build pupils’ self-confidence and broaden their horizons. The range of clubs, trips and bespoke opportunities, such as ‘Room 13’ and ‘Bike Shed’, provide rich experiences and chances for pupils to develop new skills. A range of meaningful leadership opportunities also provide pupils with experience of responsibility. Pupils learn about the different cultures represented within the school community. They discuss and 26 and 27 November 2024

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debate important issues in the wider world. These help them to develop informed views and to value diversity.

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The school rigorously reviews the impact of its work with a sharp focus on whether this is making a positive difference to disadvantaged pupils. It carefully identifies, and makes sure, that changes are sustained across the school. The governors and the trust provide robust challenge and support, which helps to drive improvement. Teachers enjoy working in the school and appreciate efforts to manage their workload. These help them to focus on teaching well.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2018.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 26 and 27 November 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 26 and 27 November 2024

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School details

Headteacher Carol Collins and Emma Eardley (Co- Headteachers) Website www.seymour-tkat.org

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School details

Dates of previous inspection 5 and 6 December 2018, under section 5 of the Education Act 2005

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Information about this school

 The school is part of The Kemnal Academies Trust.  The school does not use any alternative provision.  The local governing board oversees daily breakfast club provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the co-headteachers, the deputy headteacher, the assistant headteachers, subject leaders and teachers. He also met with representatives of the trust. 26 and 27 November 2024

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 The inspector visited a sample of lessons, spoke to pupils and looked at samples of their work.  The inspector observed playtime activities.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered the responses to the staff and pupil surveys. He spoke to a range of staff about their views of the school. He considered the school’s improvement plan.  The inspector took account of the responses to Ofsted Parent View, including the additional free-text responses. The inspector also spoke with some parents at the school gate.

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Inspection team

Phillip Blagg, lead inspector His Majesty’s Inspector 26 and 27 November 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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